Fostering learning-to-learn skills in first year computer science students in a Web-based environment

Catherine McLoughlin Teaching and Learning Centre The University of New England David Miron and Mary O'Sullivan School of Mathematical and Computer Sciences The University of New England

In the design of online teaching environments for first year students, considerable attention has been paid to the nature of the interface and to the streamlining of activities for learner engagement. Much less attention has been given to the nature of the support system that is provided for novice users learning online. Support systems are essential for first year students to help them to engage in the processes of learning and to develop the skills of learning-to-learn. It is also imperative that a range of support systems be put in place to enable learners to become competent in learning online, and to learn to interact in a virtual environment. Such skills are now recognised as part of the lifelong learning competencies or generic attributes that universities seek to develop in their graduates. In this paper we offer a theoretical and pragmatic rationale for the development of support structures for online learning, which comprises both resources that learners can access in order to achieve learning outcomes and supports for communicative and cognitive processes. Examples of support features are drawn from a first year computer science unit offered at the University of New England.

Introduction When first year students are introduced to online learning, they are faced with a new learning environment and the expectation that they will have independent learning skills and the capacity to engage in activities that require self-direction and self-management of learning. While universities are now fostering lifelong learning skills and preparation for the workplace, the cultivation of these skills is now core business at tertiary institutions across Australia (Jarvis, 1999; Hager, 1999). The learning opportunities of Web-based instruction are enormous. Students can select and employ resources, develop independent learning strategies and assess their overall progress. Yet, how do students respond to such environments? Are they capable of independent learning, developing metacognitive awareness, and identifying their own learning needs and revising plans and actions? In our experience, we have found that learners in their first year students commencing tertiary study in computing science need learning-how-to-learn skills in order to become effective online learners, and that these skills need to be explicitly supported and taught.

Context of the study Our observations and recommendations on supporting first year students are made within the context of first year units in Computer Science, offered at the University of New England. Two unique features of course delivery are that units are taught to external and internal students simultaneously, using the same learning materials, and making extensive use of Internet technology for delivery of course content, student assessment, teacher feedback and inter-group communication. All students who enrol in the unit Computer Science I are part of an extended classroom where they collaborate with, and engage in dialogue with other students on and off campus. We make extensive use of the Web through an online syllabus, which is a series of Web pages that offer: essential course information online assessment tasks links to other sites and resources; communication with other students via bulletin boards.

In addition, the units require students to complete practical tasks, hands-on laboratory sessions and tutorials. Essentially, the course is designed for independent learning, but with sufficient support to enable students to develop cognitive and communicative skills, a wellstructured knowledge base, and a network of other learners. These design features have been informed by the extensive research conducted on the first year experience by a number of researchers (McInnis, 1998; McInnis & James, 1995; Pascarella & Terenzini, 1991). In particular the unit was designed to develop independent learning skills, but with embedded support for a number of critical dimensions such as the development of social networks and peer interaction, generic communication skills and information literacy.

Learning to learn on-line: What are the component skills? For the first year students embarking on the unit Computer Science I becoming an online learner is a primary skill. Effective computer-mediated learning requires a number of skills and cognitive abilities that are not merely intuitive, nor can they be assumed in novice university students or those unfamiliar with learning online. These skills are drawn from an extensive range of literature on learning, psychology and educational theory (Scardamalia & Bereiter, 1994; Grabinger & Dunlap, 1994; Vygotsky, 1978; Shuell, 1992; Vermunt & Verloop, 1999). Basic skills include the technical procedures for accessing the website, organising and managing online information, participating in parallel discussions, staying focused and learning to express oneself through text. In addition, higher cognitive skills include: 1. Articulation: Being an aware learner; being aware of ones own thinking and having the skills to communicate about needs, learning difficulties and personal learning goals. 2. Self-regulation: Being able to plan ones own study and adjust ones strategies in order to achieve a goal or complete a task. 3. A repertoire of learning strategies: Being able to plan and implement a flexible range of learning strategies online, and demonstrate information literacy (navigate in the online environment, browse, analyse and read critically, and metaskills such as attention to task,

concentration and self-motivation). 4. Self-assessment/self-evaluation: Being able to anticipate problems and areas in need of improvement, have the capacity to seek help when needed. To illustrate how each of these component skills are essential for study in an on-line environment, we provide examples of each showing strong and weak dimensions in student performance (Table 1). The skills are those which we have observed to be essential for students in their first year.

Table 1: Strong and weak demonstrations of learning-to-learn in an online environment

Skills for online learning
Articulation Ability to ask questions in online forms Ability to communicate via e-mail Ability to engage in group dialogue Ability to provide feedback to peers Netiquete skills

Strong demonstration
Able to articulate views andmisconceptions and reflect/identify areas in need of remediation Able to collaborate and engage in textbased communication

Weak demonstration
Does not think about the learning process, but simply follows instructions Does not participate in the group process

Self-regulation Able to study independently Able to plan and set personal goals for learning Able to navigate and decide on a learning Able to initiate one's own learning

Able to plan and study independently online Able to formulate goals; Able to adjusts time to meet task demands Able to self monitor own understanding;

Lacks skill in planning and goal setting Needs constant direction and support Needs teacher guidance to improve understanding

A repertoire of learning strategies Information literacy skills Able to act on feedback Able to utilise sources of peer support Able to set learning objectives

Able to choose and uses appropriate learning strategies, Able to self-test and revise ideas Confident and strategic in diverse learning contexts

Is unaware of the range of possible strategies that can be used; Expects to understand by simply reading the material

Ability to manage information Able to interpret a variety on infor\mtation forms Able to access multiple sources of information Able to search for and evaluate information Able to record notes and bibliographic details

Capacity to fins, apply and evaluate relevant information and data sources Able to cope with multiple ideas and perspectives Able to build a personal knowledge base Able to form new and original conceptions of knowledge

Experiences information overload; Cannot self monitor understanding effectively or plan learning

First year students in computer science are not expected to have highly developed skills in these areas, so it is essential that these process skills are embedded into the units taught online, and actively fostered throughout the semester.

A conceptual framework for learner support on-line Assuming that novice users of the WWW do not have the component skills needed to execute tasks and access learning resources independently, how do we support learners to develop these essential skills? We suggest that supportive mechanisms are needed to provide advice, coaching and guidance to learners. Support provided needs to be well integrated with content instruction and to be grounded in contemporary learning theory so that there is a rationale applied to the design of such support. Educational research in online environments has turned to socio-cultural theory to evaluate and understand technology-supported learning environments (Vygotsky, 1978; McLoughlin, 1998; McLoughlin & Oliver, 1998). The theoretical perspective is that learning involves social interaction and dialogue, negotiation and collaboration and that scaffolded or assisted learning can increase cognitive growth and understanding. What is scaffolding? Scaffolding is a form of assistance provided to a learner by a more capable teacher or peer that helps the learners perform a task that would normally not be possible to accomplish by working independently. Integrated into pedagogical practice, scaffolding is intended to motivate the learner, reduce task complexity, provide structure and reduce learner frustration. Three forms of scaffolding are recognised to be effective in fostering learning in online environments (Sherry & Wilson, 1997; Bonk & Sugar, 1998). Scaffolding can be provided by peers, through electronic support systems and by an on-line tutor. Electronic scaffolding might be a progressive self-test, hints about solving a problem or completing a task, examples of completed work or guided tasks that lead the learner towards more complex, extended, independent performance. Peer scaffolding occurs when learners co-construct ideas, share, review and reconstruct concepts in the light of feedback received or given. The most important point about scaffolding is that it engages the learner actively at his/her current level of understanding until the stage where the support is no longer required and the learner becomes autonomous. In the present study we describe a context where first year computer science students are supported in learning to learn online.

Design principles to support component skills of learning to learn At the University of New England, the first year unit Comp 131: Introduction to Computer Science I consists of 100 internal students and 200 external students. The first year students undertaking this unit are usually novices to online learning. According to research on the first year experience (McInnis & James, 1995), a number of factors converge to make the transition to tertiary study a fulfilling or alienating experience:
For teaching and learning, the factors influencing effectiveness include the quality of the face-toface interaction between teachers and learners, the clarity of teaching goals, the availability of staff, staff-student interaction outside the classroom, student- student interaction, assessment practices, the level of difficulty, the match to previous learning, and feedback on progress.

By combining previous research on first year experience with existing research on learning-to

learn, Introduction to Computer Science 1 aimed to ease the transition for students. Each of the learning skills in Table 1 was supported by designing tasks, monitoring learners, providing appropriate forms of structured learning and reducing task complexity in the learning environment. Support for articulation and goal setting Students entering the unit are asked about their motivation for learning and also asked to comment on the unit objectives, thus giving them an opportunity to negotiate and comment on the objectives, and link them to their previous experiences. This enables the lecturer to offer support and assistance to students from the outset of the unit. Fostering self-regulation through task design In designing environments for learners entering university, tasks must be planned for engagement, relevance and constructive learning. A major goal of constructivism is to emphasise the unique interests, styles and motivations and capabilities of individuals so that the learning environment can be tailored to them. Jonassen et al (1993) state that learners should be: able to negotiate and formulate their own goals; given multiple perspectives on knowledge; provided with relevant and real life learning tasks; given support and models for new skill development; encouraged to collaborate and share knowledge through interaction.

In Computer Science I, learning tasks are varied and cover a range of skills and competencies that can be applied to problem solving tasks so that students can build on them.

Support for development of independent study strategies Pretertiary students need to develop independent study habits and to develop selfresponsibility. This is achieved by providing learners with an introduction to learning online, examples of study timetables and guidance in creating their own plan and study goals. This is achieved in the first year computing science units by using online tools such as a calendar of events where students can plan their own study time table online. Learning support for tasks is provided by posting procedural prompts to the unit bulletin board. Overall, the communicative and social usage of the bulletin board is perhaps the most fundamental tool in achieving these objectives. Independent learning often accompanied by peer support and feedback is accomplished by organising assignments around the bulletin board. The first assignment for example is totally based on fostering social communication and interaction among students and involves students posting descriptions of themselves and what they hope to achieve in the unit. This is followed by an open-ended question which is to be discussed by the students. This approach enables students to articulate personal details about themselves and gives them

the opportunity to share information. The discussion topic then aims to stimulate interaction thus developing a virtual community enabling peer support. By constructing the first assignment of the first year unit Comp 131: Introduction to Computer Science 1 in such a way, students begin to see that they have a personal stake in the unit. The discussion and the interaction on the bulletin board are essentially open with a little moderating by the teacher in order to reinforce students postings and further stimulate the discussion.

Provide for learner control and autonomy Students need to feel empowered by the technology, not overwhelmed by it. Tools for empowerment in the online environments are the navigation tools, the content provided and the form of learning activities and assessment. The navigation tools allow for exploration and multiple paths through the website, but also provide sufficient structure to those learners who need support. The design is therefore a delicate balance between support and autonomy. Prompt feedback on progress is given using online quizzes and the bulletin board. The bulletin board gives the students the opportunity to post questions and to have them answered promptly by peers. The teacher can also answer these questions if necessary. Through the bulletin board student difficulties can become evident quickly enabling the teacher to take prompt action by providing supplementary materials. Provide prompt relevant feedback In order for learners to develop new skills they need to be supported and challenged by regular, prompt and constructive feedback. In an online environment for first year learners this is provided through e-mail, bulletin boards and other forms of text-based messaging systems. Students can ask for individual help and tutors are available both online and via telephone to offer individualised support and guidance. Regular quizzes and self-tests allow students to check their own progress and predict where they are experiencing difficulties.

Summary of design features to support the transition to first year Computer Science The following is a summary of strengths that can be attributed to the online unit offered to first year computer science students: expectations regarding assignments and assessment are made very clear; the reasons for the course expectations are very clear and are related to real world contexts; student workload is explicit and manageable due mainly to consolidated, integrated work requirements and limited number of assessment tasks; students have the opportunity to adapt the course requirements to their interests and experience and can succeed; staff workload is manageable due mainly to the limited number of assessment tasks; there is an interesting range of well-framed learning activities that accommodate a variety of learning styles;

students are encouraged to accept responsibility for their own learning; students and staff give and receive feedback on a continuous basis; learning tasks involve students in evaluating and improving their own work, assessment is directly related to the intended learning outcomes; generic skills are accorded a high priority in the learning process.

By recognising that first year students need support at multiple levels, the technology has been used not only as a tool to deliver content, but also to support students in learning from each other, but also to assist them in developing social networks and accessing various forms of peer feedback and collaboration through the unit website and bulletin boards. Figure 1 summarises the different forms of support offered in the computing science units.

Figure 1: Multiple forms of learning support offered to first year computer science students

Continued monitoring of student learning, elicitation of regular feedback and evaluation of student progress in the various learning tasks are some of the procedures currently in place to ensure that the unit is constantly reviewed and updated.

Conclusion: Support for learning as an essential design feature in online environments The design features of the environment are based on social-constructivist pedagogies and address the learning needs and future orientation of computer science students. Assisting students to plan and manage their time are still major concerns, and for the online tutors these aspects of the course require instructor monitoring and observation. Stimulating and motivating students to take responsibility for their own learning remains the biggest challenge. The design, development and implementation of networked learning environments need to be grounded in learning theory which recognises the central role of support processes that enable students to learn how-to-learn online.

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